Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness

This research adopts Keller’s ARCS motivation theory as a method to create a teaching experiment by integrating augmented reality (AR) into teaching in order to enhance learning interest and learning effectiveness in a digital media design course. The purpose of this research is to examine the appli...

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Autor principal:	Yuh-Shihng Chang
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	digital media design augmented reality the arcs motivation theory learning interest learning effectiveness Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/1cde22a6aedb48ee80ba17724a6961bd
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spelling	oai:doaj.org-article:1cde22a6aedb48ee80ba17724a6961bd2021-11-11T19:50:39ZApplying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness10.3390/su1321122962071-1050https://doaj.org/article/1cde22a6aedb48ee80ba17724a6961bd2021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/12296https://doaj.org/toc/2071-1050This research adopts Keller’s ARCS motivation theory as a method to create a teaching experiment by integrating augmented reality (AR) into teaching in order to enhance learning interest and learning effectiveness in a digital media design course. The purpose of this research is to examine the application of AR in quarantine during the COVID-19 pandemic, whereby students can enhance their learning interest, learning satisfaction, and learning performance. Augmented reality acts as a tool for this research, wherein it is applied with the course of a 3D model-based interface and built-in learning contexts for the “digital media design” of the learning topics. The learning performance of the test group students was examined through the aspects of attention, relevance, confidence, and satisfaction, according to the ARCS motivation theory. According to the results of quantitative validation, experimental teaching with AR is more effective than traditional teaching methods. The learning feedback of the test group students obtained a positive result by using the AR. This research concludes with three results: firstly, integrating AR into teaching can improve students’ concentration with respect to digital media design practice; secondly, video teaching with an AR interface can help increase students’ confidence in digital media design learning; lastly, applying AR during the learning process can enhance the digital media visual effects that effectively enhance students’ self-learning abilities.Yuh-Shihng ChangMDPI AGarticledigital media designaugmented realitythe arcs motivation theorylearning interestlearning effectivenessEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12296, p 12296 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	digital media design augmented reality the arcs motivation theory learning interest learning effectiveness Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	digital media design augmented reality the arcs motivation theory learning interest learning effectiveness Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Yuh-Shihng Chang Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness
description	This research adopts Keller’s ARCS motivation theory as a method to create a teaching experiment by integrating augmented reality (AR) into teaching in order to enhance learning interest and learning effectiveness in a digital media design course. The purpose of this research is to examine the application of AR in quarantine during the COVID-19 pandemic, whereby students can enhance their learning interest, learning satisfaction, and learning performance. Augmented reality acts as a tool for this research, wherein it is applied with the course of a 3D model-based interface and built-in learning contexts for the “digital media design” of the learning topics. The learning performance of the test group students was examined through the aspects of attention, relevance, confidence, and satisfaction, according to the ARCS motivation theory. According to the results of quantitative validation, experimental teaching with AR is more effective than traditional teaching methods. The learning feedback of the test group students obtained a positive result by using the AR. This research concludes with three results: firstly, integrating AR into teaching can improve students’ concentration with respect to digital media design practice; secondly, video teaching with an AR interface can help increase students’ confidence in digital media design learning; lastly, applying AR during the learning process can enhance the digital media visual effects that effectively enhance students’ self-learning abilities.
format	article
author	Yuh-Shihng Chang
author_facet	Yuh-Shihng Chang
author_sort	Yuh-Shihng Chang
title	Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness
title_short	Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness
title_full	Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness
title_fullStr	Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness
title_full_unstemmed	Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness
title_sort	applying the arcs motivation theory for the assessment of ar digital media design learning effectiveness
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/1cde22a6aedb48ee80ba17724a6961bd
work_keys_str_mv	AT yuhshihngchang applyingthearcsmotivationtheoryfortheassessmentofardigitalmediadesignlearningeffectiveness
_version_	1718431395272982528

Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness

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